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Introductory Psychology - Part One
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2
Table of Contents
What is Psychology?................................................................ 4
Different Perspectives of Psychology............................................................... 5
Subfields of Psychology.................................................................................. 6
Research Strategies........................................................................................ 6
Review Questions......................................................................................... 10
Neural Systems...................................................................... 11
Neurons and Neural Impulses....................................................................... 11
The Nervous System.............................................................. 13
The Peripheral Nervous System.................................................................... 13
The Central Nervous System......................................................................... 13
The Hormonal System........................................................... 14
The Endocrine System................................................................................... 14
The Brain............................................................................... 15
Brain Structure............................................................................................. 15
The Cerebral Cortex...................................................................................... 16
Genetic influences on Behaviour........................................... 19
Natural Selection.......................................................................................... 19
Behavior Genetics......................................................................................... 19
Environmental Influences on Behaviour................................ 21
Prenatal Environment................................................................................... 21
Experience and Brain Development.............................................................. 21
Peer Influence.............................................................................................. 22
Culture......................................................................................................... 22
Gender......................................................................................................... 22
Prenatal Development and the Newborn............................... 24
Conception and Prenatal Development......................................................... 24
Newborn...................................................................................................... 25
3
Infancy and Childhood........................................................... 26

Physical Development.................................................................................. 26
Cognitive Development................................................................................ 26
Social Development...................................................................................... 28
Adolescence.......................................................................... 30
Physical Development.................................................................................. 30
Cognitive Development................................................................................ 30
Social Development...................................................................................... 31
Adulthood............................................................................. 33
Physical Changes.......................................................................................... 33
Cognitive Changes........................................................................................ 33
Social Changes.............................................................................................. 34
4
What is Psychology?
• Many disciplines, from physiology to philosophy.
• In its early years, psychology was defined as the science of Who are they?
mental life.
• W
ilhelm Wundt, both a physiologist and a
philosopher, founded the first psychology
• M
ajor focus was on the internal experiences of conscious- lab at the U of Leipzig in Germany in 1879.
ness, sensations, feelings, and thoughts psychologists relied
upon people’s reports of their conscious experiences in • Ivan Pavlov was a Russian physiologist.
response to various stimuli.
• Sigmund Freud was an Austrian physician.
• 1
920 – 1960: American psychologists redefined psychology • Jean Piaget was a Swiss biologist.
as the science of behavior.
• S ince the 1960s, psychology has recaptured its initial interest

in conscious and unconscious mental processes.
• Psychology = science of behavior and mental processes.
• Behavior is anything an organism does .
• Mental processes are the internal subjective experiences we infer from behavior.
4 goals of psychology:
1. To describe - to observe and measure, behavior and mental processes.
2. To explain - t o formulate a theory, which is a coherent group of assumptions and proposi-

tions that can explain the data.
3. To predict behavior and mental processes.
4. To apply knowledge to promote human welfare.
What were they thinking?
• Plato: character and intelligence are largely inherited and that ideas are inborn.
• Aristotle: nothing in the mind that does not first come from the external world through the senses.
• John Locke: the mind is blank at birth and that knowledge comes through sense experience.
• Gottfried Leibniz: knowledge is innate and not dependent on sense experience.
• Descartes: some ideas are innate.
5
Different Perspectives of Psychology
Neuroscience
• How the body and brain create emotions, memories, and sensory experiences
• Combines physiology, especially the physiology of the brain, with psychology, the study of mental
processes and behavior, and draws as well from the field of chemistry
• The underlying assumption of neuroscience is that for every behavior, feeling, and thought, a corre-
sponding physical event takes place in the brain
• Roger Sperry – his research suggests that the two halves of the brain perform different functions (split
brain)
Evolutionary
• How nature selects traits that promote the perpetuation of one’s genes
Behavior genetics
• How much our genes, and our environment, influence our individual differences
• Studies the mechanisms by which observable responses are acquired and modified in particular envi-
ronments
Psychodynamic
• How behavior springs from unconscious drives and conflicts
• The underlying assumption is that unconscious forces are important influences on human
• Psychoanalysis
• Sigmund Freud’s assumptions were that human beings are born with unconscious drives that seek
some kind of outlet or expression from the very start
• Repressed drives continue to demand some kind of expression or satisfaction → manifested indirectly
Behavioural
• How we learn observable responses
• The key assumption is that if psychology is to be a science, it must study only that which is observ-
able, namely behavior
• Study behavioral responses and the way these responses are influenced by stimuli in the environment
• Edward Thorndike proposed the law of effect
• When a behavior is followed by satisfaction, it is “stamped in” and when it is not followed by satisfac-
tion, it is “stamped out”
• John B. Watson launched behaviorism, a philosophy of psychological study which holds that only ob-
servable behavior is the proper subject for psychological investigation
Cognitive
• How we encode, process, store, and retrieve information
• The study of cognition, the ways we process or transform information about the world around us
• Cognition includes the mental processes of thinking, knowing, perceiving, attending, remembering,
and the like
• How we organize, remember, and understand everything we experience
Social-cultural
• How behavior and thinking vary across situations and cultures
6
Subfields of Psychology
Subfield What is it about?

Physiological Psychology Explore the links between biology and behavior
Developmental Psychology Study the process of physical, mental and social
changes throughout the life cycle
Experimental Psychology Study sensation and perception, learning and
memory, motivation and emotion
Personality and Social Psychology Study how individuals are influenced by endur-
ing inner actors (personality psychology) and
how they influence and are influenced by other
people (social psychology)
Clinical Psychology • Study, assess, and treat people with psycho-
logical difficulties
• Do not diagnose physical causes of psycho-
logical disorders and prescribe drugs
• Administer tests, provide psychotherapy,
manage a mental health program, or do
research and training
Research Strategies
• Our everyday thinking is limited not only by our after-the-fact common

sense but also by our human tendency toward overconfidence
• As scientists, psychologists approach the world of behavior with a
curious scepticism. They persistently ask two questions: what do you • Hindsight bias
mean? How do you know? – the tendency
• Putting a scientific attitude into practice requires not only scepticism to believe, after
but also humility because we may have to reject our own ideas learning an out-
• Critical thinking examines assumptions, discerns hidden values, evalu- come, that one
ates evidence, and assesses conclusions would have fore-
seen it.
7
The Scientic Method
• Theory – an explanation using
• A theory is useful if it: an integrated set of principles
- E ffectively organizes a range of self-reports and that organizes and predicts
observations. observations
- Implies clear predictions that anyone cane use to • Hypothesis – a testable prediction, often
check the theor or to derive practical applications. implied by a theory
• Operational definition – a statement of the
• Key steps in the scientific methods: procedures (operations) used to define
research variables
1. Specify the problem
+ The hypothesis must be stated in a clear, focused, and testable manner
2. Design the study
+ Requires creating operational definitions of key elements of the study
+ An operational definition is a definition stated in terms that can be ob-
served and measured → prevent bias
+ Single-blind procedure: the subjects are kept uninformed about the hypoth-
esis of the study so that this knowledge does not unconsciously affect their
behavior
+ Double-blind procedure: both the subjects and the researcher analyzing
the data of the study are kept uninformed about the hypothesis → prevent
experimenter bias
3. Collect the data
4. Report the conclusions
+ Publishing a study allows other researcher to examine a study for errors,
biases, and faulty logic
Observation and Description
Case Study
• Individual cases are studied in great depth and detail and used to suggest what is true to us all
• The extensive study of all or part of the life history of an individual
• 3 major uses:
1. Understand and help people with psychological disorders
•Know what sort of person the patient is
•What sort of difficulties he or she is experiencing
•How the patient’s difficulties developed
2. A means of illustrating ideas and relationships in teaching
3. An important research tool
•Used to suggest theories or hypotheses about human behavior
• Pose questions but do not answer them → generate but do not confirm hypotheses
• Offer in-depth insights that may offer clues to what is true of others but if the case is atypical,
they may mislead
8
Survey
• Random sample - a sample that
• A technique for ascertaining the self-reported attitudes or behav- fairly represents a population be-
iors of people, usually by questioning a representative, random cause each member has an equal
sample of them chance of inclusion.
• Limitations: • False consensus effect – the ten-
o Assume that questions are clear and unbiased dency to overestimate the extent
o Respondents will answer them honestly to which others share our beliefs
o Respondents are representative of the total popula- and behaviors.
tion one is studying
• In conducting surveys, researches first attempt to identify the population, or group of sub-
jects, they wish to survey. Then they use statistical methods to pick a random but represen-
tative sample of that population.
• Often reveal information that runs counter to common sense and prior beliefs
• Can accurately reveal the tendencies of large populations. But if the questions are leading, or if nonran-
dom samples are queried, the results can again mislead us.
Naturalistic Observation
• Observing and recording behavior in naturally occurring situations without trying to manipulate
and control the situation
• A method of study in which:
o Subjects are observed in their natural environments
o The observer does not attempt to interfere with the natural behavior of the subjects
• In the best type of naturalistic observation, the subjects are not aware that they are being ob-
served
• Does not explain behavior
• Enables study of behavior undisturbed by researchers. But the lack of control may leave cause
and effect ambiguous
• Disadvantages:
o Researchers have less control over what happens in the natural environment
o More difficult to see the casual relationship among specific variables in a natural set-
ting than in a laboratory → often used in conjunction with other methods
• Ethology: the study of the

behavior of animals in their
natural environment.
9
Experimentation
· A research method in which an investigator manipulates one or more factors (independent

variables) to observe the effect on some behavior or mental process (the dependent variable).
By random assignment of participants the experimenter controls other relevant factors
· Experiments enable a researcher to focus on the possible effects of a single factor or two by
holding constant those factors not being tested and manipulating the one or two being studied
· The clearest and cleanest way to isolate cause and effect
· If behavior changes when we vary an experimental factor, then we know that the factor is hav-
ing an effect. Unlike correlational studies, which uncover naturally occurring relationships, an
experiment manipulates a factor to determine its effect
· The goal of an experiment is to test an hypothesis
· Potential problems:
o Independent variables sometimes have unanticipated effects
o Generalization
o How far we can generalize the results of any one study?
• When changes in one

• Placebo – an inert substance or condition that may be administered event are accompanied by
instead of a presumed active agent, such as a drug, to see changes in another, we say
if it triggers the effects believed to characterize the active the two are correlated.
agent
• Hypothesis - a proposition about behavior or mental processes that • Correlation indicates the
is subject to empirical testing possibility of a cause-effect
• Independent variables - variables that are varied, or manipulated by relationship, but it does not
the experimenter prove causation.
• Dependent variables - variables that are theoretically affected by the
independent variables
• A control group - a group of subjects who are not exposed to the
independent variable being studied
• An experimental group - a group of subjects who are exposed to the
independent variable
• Random assignment involves using a procedure such as flipping a
coin or following a computer-generated list of random numbers to
assign individual subjects to groups by chance so that each subject
has an equal chance of being in any group in the experiment
• Double-blind procedure – a n experimental procedure in which both
the research participants and the research
staff are ignorant about whether the
research participants have received the
treatment or a placebo. Commonly used
in drug-evaluation studies
10
Statistical Reasoning
· Three measures of central tendency: mode, mean, median.

· When the sample averages are reliable and the difference between them is relatively
large, we say the difference has statistical significance
· Statistical significance indicates the likelihood that a result will happen by chance. It
does not indicate the importance of the result.
• Mode – the most frequently occurring score in a

distribution
• Mean – the arithmetic average of a distribution,
obtained by adding the scores and then
dividing by the number of scores
• Median – the middle score in a distribution; half
the scores are above it and half are
below it
• Range – the difference between the highest and
lowest scores in a distribution
• Standard deviation – a computed measure of
how much scores vary
around the mean score
Review Questions
1. What are the 4 main goals of psychology?

2. Which subfield of psychology study the process of physical, mental and social changes
through the life cycle?
3. What is hindsight bias?
4. What is the false consensus effect?
5. What is the best research strategy to isolate cause and effect?
6. What is a control group?
7. What are the 3 measures of central tendency in statistical reasoning?
11
Neural Systems
Neurons and Neural Impulses
· Each neuron consists of a cell body (soma) and its branch-

ing fibres (dendrites).
· A neuron fires an impulse when it receives signals from
sense receptors. The impulse, called the action potential,
is a brief electrical charge that travels down the axon.
· The fluid interior of a resting axon has an excess of nega-
tively charged ions, while the fluid outside the axon membrane has more positively charged
ions. This positive-outside/negative-inside polarization is called the resting potential.
· The axon’s membrane is selectively permeable – the positive sodium ions cannot pass through
the gates.
• Neuron – a nerve cell; the basic building block

· When a neuron fires, the first bit of the nervous system.
of the axon open its gates and • Dendrite – the bushy, branching extensions of
the positively charged sodium a neuron that receive messages and conduct
ions flood through the channel. impulses toward the cell body.
This depolarizes that part of the • Axon – the extension of a neuron, ending
axons, causing the axon’s next in branching terminal fibres, through which
channel to open, and then the next… messages are sent to the other neurons or to
· During the refractory period, the neuron muscles or glands.
pumps the positively charged sodium atoms • Myelin sheath – a layer of fatty tissue segmen-
back outside. Then it can fire again. tally encasing the axons.
· Some signals are excitatory and some signals • Synapse – the junction between the axon tip
are inhibitory. of the sending neuron and the dendrite or cell
o If excitatory signals minus inhib- body of the receiving neuron. The tiny gap at
itory signals exceed a minimum this junction is called the synaptic gap or cleft.
intensity, called the threshold,
the combined signals trigger an impulse.
o Increasing the stimulus above the threshold will not increase the impulse’s inten-
sity. The neuron’s reaction is an all-or-none response.
A strong stimulus can trigger more neurons to fire and to fire more often.
· When the action potential reaches the axon’s end, it triggers the release of chemical messengers,
called neurotransmitters. The neurotransmitter molecules cross the synaptic gap and bind to re-
ceptor sites on the receiving neuron. For an instant, the neurotransmitter unlocks tiny channels at
the receiving site, allowing ions to enter the receiving neuron, thereby either exciting or inhibiting
its readiness to fire.
· Agonists excite the neurons by mimicking a particular neurotransmitter or blocking its reuptake.
· Antagonists inhibit by blocking neurotransmitters or by diminishing their release.
· A blood-brain barrier enables the brain to fence out unwanted chemicals circulating in the blood,
and some chemicals don’t have the right shape to slither through this barrier.
12
Review Questions
1. What is the action potential?

2. What is the resting potential?
3. What happens when a neuron fires?
13
The Nervous System

The Peripheral Nervous System
· 2 components:
1) The somatic nervous system
o Controls the movements of our skeletal muscles.
2) The autonomic nervous system
o Controls the glands and the muscles of our internal organs.
o It is a dual system:
1. The sympathetic nervous system
• Arouses us for defensive action.
• E.g. accelerate your heartbeat, slow your digestion, raise your blood
sugar…etc.
2. The parasympathetic nervous system
• Calms the body, conserving its energy.
The Central Nervous System
· The spinal cord is an information highway connecting the PNS to the brain.
o Ascending neural tracts send up sensory information.
o Descending tracts send back motor-control information.
o Reflex – a simple, automatic, inborn response to a sensory stimulus, such as the
knee-jerk response.
• The pain reflex pathway runs through the spinal cord and
out, our hand jerks from the flame before your brain receives
and responds to the information that
causes you to feel pain. • Neural networks – intercon-
• Neural impulses involved in reflexes nected neural cells. With ex-
bypass the brain. perience, networks can learn,
· The brain receives information, interprets it, and decides as feedback strengthens or
responses. inhibits connections that pro-
duce certain results.
Review Questions
1. Which peripheral nervous system control the movements of our

skeletal muscles?
2. How does the dual system of the autonomic nervous system work?
14
The Hormonal System

The Endocrine System
· The body’s “slow” chemical communication system; a set of glands that secrete hormones into
the blood stream.
· The most influential endocrine gland is the pituitary gland. Under the influence of the hypothala-
mus, the pituitary gland regulates growth and controls other endocrine glands.
• Hormones – chemical messengers,

mostly those manufactured by the
endocrine glands, that are produced
in one tissue and affect another.
Review Questions
1. What are hormones?

2. Which organ is the most influential endocrine gland?
15
The Brain
Brain Structure
1. The Brainstem
· The oldest part and central core of the brain, beginning where the spinal cord swells (the
medulla) as it enters the skull.
· Responsible for automatic survival functions.
· The medulla controls heartbeat and breathing.
· The reticular formation is a nerve network in the brainstem that plays an important role in
controlling arousal.
2. The Thalamus
· The brain’s sensory switchboard, located on top of the brainstem.
· Receives information from all the senses except smell and routes it to the higher brain re-
gions that deal with seeing, hearing, tasting, and touching.
· Also receives some of the higher brain’s replies, which it then directs to the cerebellum and
medulla.
3. The Cerebellum
· The “little brain” at-
tached to the rear of the
brainstem.
· Helps coordinate vol-
untary movement and
balance.
4.
The Limbic System
· A doughnut-shaped sys-
tem of neural structures
at the border of the
brainstem and cerebral
hemispheres.
· Associated with emotions such as fear and anger and drives such as food and sex.
· Includes 3 components:
1. The Amygdala
o 2 almond-shaped neural clusters.
o Influence aggression and fear.
2. The Hypothalamus
o A neural structure lying below the thalamus
o Directs several maintenance activities, e.g. eating, drinking, body tempera-
ture.
o Helps govern the endocrine system via the pituitary gland.
3. The hippocampus
16
The Cerebral Cortex
· The intricate fabric of interconnected neural cells that covers the cerebral hemi-
spheres.
· The body’s ultimate control and information processing centre.
Each brain hemisphere is divided into 4 regions or lobes:
1. The Frontal Lobes • Glial cells – cells in the nervous

o Lying just behind the forehead system that are not neurons
o Involve in speaking and muscle movements but that support, nourish, and
and in making plans and judgements. protect neurons.
• Motor cotex – an area at the
o Motor cotex rear of the frontal lobes that
o Frontal lobe damage can alter personality, e.g. controls voluntary movements.
the Gage case. • Sensory cortex – the area at the
front of the parietal lobes that
2. The Parietal Lobes registers and processes body
o Lying at the top of the head sensations.
o Includes the sensory cortex
• The more sensitive body region, the
greater the area of the sensory cortex
devoted to it. 17
3. The Occipital Lobes

o Lying at the back of the head
o Includes the visual areas, which receive visual information from the opposite
visual field.
4. The Temporal Lobes

o Lying roughly above the ears
o Includes the auditory areas, each of which receives auditory information pri-
marily from the opposite ear.
· Association areas – areas of the cerebral cortex that are not involved in primary mo-
tor or sensory functions.
o They are involved in higher mental functions such as learning, remembering,
thinking, and speaking.
o The association areas in the frontal lobes enable us to judge, plan and process
new memores.
• Broca’s area – an area of the frontal lobe, usually in
· In response to changing stimulation, the left hemisphere, that directs the muscle move-
the brain can either rewire itself with ments involved in speech.
new synapses or select new uses for • Wernicke’s area – a brain area involved in language
its prewired circuits. comprehension and expression; usually in the left
o When one brain area is temporal lobe.
damaged, other areas • Plasticity – the brain’s capacity for modification.
• Split brain – a condition in which the two hemi-
may in time reorganize spheres of the brain are isolated by cutting the
and take over some of connecting fibers, corpus callosum, between them.
its functions. • Corpus callosum – the large band of neural fibers
o Children are born with connecting the two brain hemispheres and carry-
a surplus of neurons. If ing messages between them.
an injury destroys one
part of a child’s brain,
the brain will compensate by putting other surplus areas to
work.
· The split-brain research shows that the left hemisphere is adept at making quick,
literal interpretations of language, the right hemisphere excels in making subtle infer-
ences.
18
Did you know?
Aphasia is the impairment of language, usually caused by left-hemisphere damage

either to Broca’s area or to Wernicke’s area.
o A lesion to Wernicke’s area produce a language disorder characterized by
“nonsense” sentences. Sentences can be grammatically correct and speech
itself is normal, but the sentences make no sense.
o A lesion to Broca’s area produced a language disorder characterized by slow
and labored speech and poor articulation, making the words themselves
difficult to understand. People with damaged Broca’s area also suffers from
disrupt comprehension of language.
Review Questions
1. Which part of the brainstem controls hearbeat and breathing?

2. What is the function of the Thalamus?
3. What are the 3 components of the Limbic System?
4. What are the 4 regions of the brain hemisphere?
5. Which region of the brain hemisphere is related to hearing?
6. Which region of the brain hemisphere is related to vision?
19
Genetic influences on Behaviour

• Chromosomes – threadlike structures made of
· A DNA molecule has 2 strands, forming DNA molecules that contain the genes.
a double helix, held together by bonds • Genes – the biochemical units of heredity that
between pairs of nucleotides. make up the chromosomes.
o The sequence of the four nucleo- • DNA (deoxyribonucleic acid) – a complex molecule
tide letters, A, T, G, and C, is virtu- containing the genetic information that makes up
ally the same in all humans. the chromosomes.
• Mutations – random errors in gene replication that
Natural Selection lead to a change in the sequence of nucleotides;
the source of all genetic diversity.
· The principle that, among the range of • Identical twins – twins who develop from a single
inherited trait variations, those contribut- fertilized egg that splits in two, creating two ge-
ing to reproduction and survival will most netically identical organisms.
likely be passed on to succeeding genera- • Fraternal twins – twins who develop from sepa-
tions. rate eggs.
Behavior Genetics
· The study of the relative power and limits of genetic and environmental influences
on behavior.
Twin Studies

· Identical twins are genetically identical
· Fraternal twins are genetically no closer than brothers and sisters, but they share a fetal environ-
ment.
Adoption Studies
· People who grow up together, whether biologically related or not, do not much resemble one
another in personality.
Temperament Studies
· Temperament – a person’s characteristic emotional reactivity and intensity.

· Heredity seems to predispose human temperament differences.
· Temperament tends to remain stable throughout life.
· Heritability – the proportion of variation among individuals that we can attribute to genes. The
heritability of a trait may vary, depending on the range of populations and environ-
ments studied.
· Heritability is not the extent to which an individual’s traits are genetically determined. Rather it
is the extent to which variation among individuals is due to their differing genes. For any trait,
heritability can vary, depending on the population and range of environments studied.
· Our genetic predispositions help explain our behaviors, but they do not determine them.
20
Review Questions
1. What is natural selection?
21
Environmental Influences on Behaviour

Aspects of the environment that influence personality:
Did you know?
o Prenatal environment
o Early learning experiences
o Peer influence Freudian psychiatry and psy-
o Culture chology blames problems from
o Gender asthma to schizophrenia on
“bad mothering”.
Prenatal Environment
· Compared with same-placenta identical twins, those who develop with separate placentas are
somewhat less similar in their psychological traits.
Experience and Brain Development
· Experience helps develop the brain’s neural connections.

· Mark Rosenzweig and David Krech’s experiment:
o Rats who lived in an enriched environment, which simulated a natural environment,
usually developed a heavier and thicker brain cortex than those who lived in solitary
confinement.
· Bryan Kolb and Ian Whishaw report that rats housed for 60 days in enriched environments
showed brain weight increases of 7-10%, and the number of synapses mushroomed by about
20%.
· William Greenough discovered that repeated experiences modify a rat’s neural tissue at the
very spot in the brain that processes the experience.
o After the brain maturation provides us with an abundance of neural connections, expe-
rience preserves our activated connections while allowing our unused connections to
degenerate.
o The maturing brain is governed by a rule: Use it or lose it.
The brain’s development does not end with childhood.
22
Peer Influence
· Part of the similarity to peers may result from a “selection effect” as kids seek out peers
with similar attitudes and interests.
· Howard Gardner – parents and peers are complementary.
o Parents are more important when it comes to education, discipline, responsibility,
orderliness, charitableness, and ways of interacting with authority figures.
o Peers are more important for learning cooperation, for finding the road to popular-
ity, for inventing styles of interaction among people of the same age.
Culture • Culture – the enduring behaviours, ideas, attitudes, and traditions

shared by a large group of people and transmitted from one generation
· Prescribed, well- to the next.
learned behaviours • Norms – an understood rule for accepted and expected behaviour.
free us from self- Norms prescribe “proper” behaviour.
preoccupation. • Memes – self-replicating ideas, fashions, and innovations passed from
· Each cultural group person to person. Coined by the evolutionary psychologists.
evolves its own
norms.
· Compared with the
person-to-person differences within groups, the differences between groups are
small.
· Within a larger culture, ethnic subgroups may differ in their behaviour and yet be
influenced by the same underlying processes.
Gender
· Differences between the sexes arise, genetically from their differing sex chromosomes and,
physiologically, from their differing concentrations of sex hormones.
· 7 weeks after conception – anatomically indistinguishable from someone of the other sex.
· Your sex is determined by your 23rd pair of chromosomes, the sex chromosomes.
o X chromosome – the sex chro-
mosome found in both men and
women. Females have two X Genes and hormones help define gender,
chromosomes; males have one. An but environment plays a key role too.
X chromosome from each parent
produces a female.
o Y chromosome – the sex chromo-
some found only in males. When
paired with an X sex chromosome
from the mother, it produces a
male child.
· 4th and 5th prenatal months – differ-
ent brain-wiring patterns for males and
females develop under the influence of
testosterone and the female’s ovarian hor-
mones.
23
· Although biologically influenced, gender is also social-

ly constructed. • Gender role – a set of expected be-
· Social learning theory – the theory that we learn so- haviours for males and for females.
cial behaviour by observing and imitating and by being • Gender identity – one’s sense of be-
rewarded or punished. ing male or female.
· Gender schema theory – the theory that children
learn from their cultures a concept of what it means
to be male and female and that they adjust their behaviour accordingly.
o One’s concept of maleness and femaleness influences one’s perceptions
and behaviour.
o Through language, dress, toys, and songs, social learning shapes gender
schemas (concepts). Children then compare themselves with their con-
cept of gender and adjust their behaviour accordingly.
Other research findings:
• Robert Plomin and Denise Daniels – two children

in the same family are on average as different
from one another as are pairs of children select-
ed randomly from the population.
• Sandra Scarr – parents should be given less credit
for kids who turn out great and blamed less for
kids who don’t.
Review Questions
1. What are the 5 aspects of environment that influence personality?

2. What is the social learning theory?
3. What is the gender schema theory?
24
Prenatal Development and the Newborn

· By birth, infants are equipped with perceptual and
behavioural abilities that facilitate their survival.
· Development psychology – a branch of psychology
that studies physical, cognitive, and social change
throughout the life span.
Conception and Prenatal Development
· Women are born with all the immature eggs they

would ever have.
· Men begin producing sperm at puberty and the process continues 24 hours a day for the rest of
their lives.
· Sperms release digestive enzymes that eat away the egg’s protective coating, allowing a sperm to
penetrate.
o As soon as one sperm begins to penetrate, the egg’s surface blocks out the others.
o Fingerlike projects sprout around the successful sperm and pull it in.
o The egg nucleus and the sperm nucleus fuse and become one.
Stage Period
Zygote Conception to 2 weeks • It enters a 2-week period of rapid cell divi-
sion and develops into an embryo.
• Fewer than half of zygotes survive beyond
the first 2 weeks.
• Within the first week, when the cell division
had produced a zygote of some 100 cells,
the cells began to differentiate.
• The zygote’s outer part attaches to the
uterine wall, forming the placenta, through
which nourishment passes.
• The inner cells become the embryo.
Embryo 2 weeks through 8 weeks • Organs begin to form and function.

• Heart begins to beat and liver begins to
make red blood cells.
Fetus 9 weeks to birth • By the end of the sixth month, organs such
as the stomach are sufficiently formed and
functional to allow a prematurely born fetus
a chance of survival.
• Fetus is responsive to sound.
25
Newborn
· Newborns come equipped with reflexes ideally suited for survival.

· New technology discovered:
o We are born preferring sights and sounds that facilitate social responsiveness.
o Newborns turn their heads in the direction of human voices.
o They gaze longer at a drawing of a facelike image than at a bull’s-eye pattern.
o They prefer to look at objects 8 to 12 inches away.
· Within days of birth, our brain’s neural networks were stamped with the smell of our mother’s
body.
· Habituation – decreasing responsiveness with repeated stimulation. As infants gain familiarity
with repeated exposure to a visual stimulus, their interest wanes and they look away sooner.
Rooting reflex – a baby’s tendency, when touched

on the cheek, to open the mouth and search for the
nipple.
Review Questions
1. What is developmental psychology?

2. At which prenatal stage do organs begin to form and function?
3. What is rooting reflex?
26
Infancy and Childhood

Physical Development
Brain Development
· After birth, the neural networks that eventu-

ally enabled you to walk, talk, and remember
had a wild growth spurt. Fiber pathways
supporting language and agility continue
developing into adolescence.
· The lack of neural connections helps explain
why our earliest memories seldom predate
our third birthdays.
Motor Development
· The sequence of physical development is universal.

o Roll over → Sit unsupported → Creep on all fours → Walk
o These behaviors reflect a maturing nervous system.
· There are individual and cultural differences in the timing of this sequence.
Cognitive Development
· Jean Piaget revolutionized our understanding of children’s minds.

o A child’s mind is not a miniature model of an adult’s.
o A child’s mind develops through a series of stages.
o The driving force behind this intellectual progression is our unceasing struggle to make
sense of our experience.
o Two concepts of how we use and adjust our schemas: assimilation and accommodation.
• Schema – a concept or framework that organizes and interprets

information.
• Assimilation – interpreting one’s new experience in terms of one’s
existing schemas.
• Accommodation – adapting one’s current understandings (schemas)
to incorporate new information.
· Piaget described cognitive development in 4 stages:

1. Sensorimotor Stage
2. Preoperational Stage
3. Concrete Operational Stage
4. Formal Operational Stage
27
Typical Age Range Description of Stage Developmental Phenomona

Birth to nearly 2 years Sensorimotor stage - Object permanence
- Experiencing the world through - Stranger anxiety
senses and actions
- Babies takes in the world
through their sensory and motor
interactions with objects.
- What is out of sight is out of
mind.
About 2 to 6 years Preoperational stage - Pretend play
- Representing things with words - Egocentrism
and images but lacking logical - Language development
reasoning
- Children learn to use language
but do not yet comprehend the
mental operations of concrete
logic.
- Children lack the concept of
conservation – the principle that
properties such as mass, volume,
and number remain the same
despite changes in the form of
objects.
- Children are egocentric.
- Children begin forming a theory
of mind.
About 7 to 11 years Concrete operational stage - Conservation
- Thinking logically about concrete - Mathematical transformations
events; grasping concrete analo-
gies and performing arithmetical
operations
About 12 through adulthood Formal operational stage - Abstract logic
- Abstract reasoning - Potential for mature moral rea-
soning
• Object permanence – the awareness that things continue to exist even

when not perceived.
• Egocentrism – in Piaget’s theory, the inability of the preoperational child to
take another’s point of view.
• Theory of mind – people’s ideas about their own and others’ mental states
– about their feelings, perceptions, and thoughts and the behaviour these
might predict.
Autism is marked by an impaired theory of mind.
28
Social Development
- For many years, developmental psychologists reasoned that infants became attached to those
who satisfied their need for nourishment.
o Contradicted by Harlow’s “wire mother and cloth mother” studies.
o Contact is a key to attachment.
o Familiarity is another key to attachment.
- Some developmental psychologists believe that:
o No precise critical period for becoming attached. Human attachment develops gradually.
E.g. adoptive parents.
o Children, unlike ducklings, do not imprint.
- Some infants show secure attachment – in their mother’s presence they play comfortably.
When she leaves, they are distressed; when she returns, they seek contact with her.
o Sensitive parents tend to have securely attached infants.
- Some infants show insecure attachment – they are less likely to explore their surroundings.
When their mother’s leaves, they either cry loudly and remain upset or seem indifferent to their
mother’s going and returning.
• Attachment – an emotional tie with another person; shown in young

children by their seeking closeness to the caregiver and showing
distress on separation.
• Critical period – an optimal period shortly after birth when an organ-
ism’s exposure to certain stimuli or experiences produces proper
development.
• Imprinting – the process by which certain animals form attachments
during a critical period very early in life. E.g. ducklings.
• Basic trust – a sense that the world is predictable and trustworthy;
said to be formed during infancy by appropriate experiences with
responsive caregivers.
Effects of Attachment
· Secure attachment predicts social competence

o Erik Erikson said that securely attached children approach life with a sense of basic trust.
· Deprivation of attachment
o Children become withdrawn, frightened, and even speechless.
o The unloved often become the unloving.
o A sluggish serotonin response has been found in abused children who become aggres-
sive teens and adults.
· Disruption of attachment
o Separated from their families, both monkey and human infants become upset and with-
drawn and even despairing.
o If placed in a more positive and stable environment, most infants recover from the dis-
tress of separation.
29
Self-Concept
· A sense of one’s identity and personal worth.

· Charles Darwin: self-awareness begins when we recognize ourselves in a mirror.
· Beginning with the simple self-recognition, the child’s self-concept gradually strengthens. By
school age, children start to describe themselves in terms of their gender, group memberships,
and psychological traits.
· Children’s views of themselves affect their actions.
o Children who form a positive self-concept are more confident, independent, optimistic,
assertive, and sociable.
Child-Rearing Practices
There are 3 parenting styles:

1. Authoritarian parents
o Impose rules and expect obedience.
2. Permissive parents
o Submit to their children’s desires, make few demands, and use little punishment.
3. Authoritative parents
o Both demanding and responsive.
o Exert control by setting rules and explaining the reasons.
o Research indicates that people given control over their lives become motivated and self-
confident; those with little control tend to see themselves as helpless and incompetent.
Review Questions
1. Piaget believed that there are 4 stages of cognitive development. What are
they?
2. What is assimilation?
3. What is accomodation?
4. What is object permanence?
5. Describe the behaviour of an infant who shows secure attachment.
6. Describe the behaviour of an infant who shows insecure attachment.
7. What is critical period?
30
Adolescence
The transition period from

childhood to adulthood,
extending from puberty to
independence.
Physical Development
• Puberty – the period of
· Puberty: sexual maturation, during
o Girls – 11 years old which a person becomes
• Starts with breast development capable of reproducing.
• Landmark is the first menstrual period (menarche) • Primary sex characteristics
o Boys – 13 years old – the body structures that
• Landmark is the first ejaculation. make sexual reproduction
possible.
• Secondary sex character-
istics – nonreproductive
sexual characteristics, such
Cognitive Development as female breasts and hops,
male voice quality, and
Developing Reasoning Power body hair.
· During the early teen years, reasoning is often self-focused.

· Gradually, most achieve the intellectual summit that Piaget called formal operations.
· Adolescents become more capable of abstract logic.
· Adolescents’ ability to reason hypothetically and deduce consequences also enables them to
detect inconsistencies in others’ reasoning and to spot hypocrisy.
31
Developing Morality
· Piaget believed that children’s moral judgments build on their cognitive development.
· Kohlberg argued that as we develop intellectually we pass through as many as 6 stages of moral
thinking, moving from the simplistic and concrete toward the more abstract and principled. He
clustered the 6 stages into 3 basic level.
Level Description
Preconventional morality - Before age 9, most children have a preconventional morality of
self-interest. They obey either to avoid punishment or to gain
concrete rewards.
Conventional morality - Cares for others and upholds laws and social rules simply be-
cause they are the laws and rules.
- Being able to take others’ perspectives, adolescents may ap-
prove actions that will gain social approval or that will help
maintain the social order.
Postconventional morality - Affirms people’s agreed-upon rights or follows what one per-
sonally perceives as basic ethical principles.
- Appears mostly in the European and North American educated
middle class, which prizes individualism.
- Critics contend that the theory is biased against the moral rea-
soning of those in communal societies and also against Western
women.
Social Development
Forming an Identity
· Identity – one’s sense of self; according to Erikson, the adolescent’s task is to solidify a sense of
self by testing and integrating various roles.
· Adolescents usually try out different “selves” in different situations. This role confusion is resolved
by the gradual reshaping of a self-definition that unifies the various selves into a consistent and
comfortable sense of who one is.
Developing Intimacy
· Intimacy – in Erikson’s theory, the ability to form close, loving relationships; a primary develop-
mental task in late adolescence and early adulthood.
· Women, being more interdependent, use conversation to explore relationships; men use it to
communicate solutions.
· Women emphasize caring and provide most of the care to the very young and the very old.
· Men emphasize freedom and self-reliance.
· Gender differences in connectedness and other traits peak in late adolescence and early adult-
hood.
32
Erik Erikson contended that each stage of life has its own “psychosocial” task:
Identity Stage Issues Description of Tasks

Infancy to 1 year Trust vs. mistrust If needs are dependably met, infants develop
a sense of basic trust.
Toddlerhood Autonomy vs. shame and doubt Toddlers learn to exercise will and do things
(1 to 2 years) for themselves, or they doubt their abilities.
Preschooler Initiative vs. guilt Preschoolers learn to initiate tasks and carry
(3 to 5 years) out plans, or they feel guilty about efforts to
be independent.
Elementary school Competence vs. inferiority Children learn the pleasure of applying them-
(6 years to puberty) selves to tasks, or they feel inferior.
Adolescence Identity vs. role confusion Teenagers work at refining a sense of self by
(teen years into 20s) testing roles and then integrating them to
form a single identity, or they become con-
fused about who they are
Young adulthood Intimacy vs. isolation Young adults struggle to form close relation-
(20s to early 40s) ships and to gain the capacity for intimate
love, or they feel socially isolated.
Middle adulthood Generativity vs. stagnation The middle-aged discover a sense of contrib-
(40s to 60s) uting to the world, usually through family
and work, or they may feel a lack of purpose.
Late adulthood Integrity vs. despair When reflecting on his or her life, the older
(late 60s and up) adult may feel a sense of satisfaction or
failure.
Review Questions
1. Describe Kohlberg’s 3 levels of morality.
33
Adulthood
Physical Changes
· Our physical abilities all crest by the mid-twen-

ties.
· For women, the foremost biological sign of ag-
ing is menopause.
· Why do people eventually wear out?
o One theory, proposed by evolutionary
biologists, speculates that the answer
relates to our survival as a species: we
pass on our genes most successfully when we raise our young and then stop consuming
resources.
o Also, one we’ve fulfilled our gene-reproducing task, there are no natural selection pressures
against genes that cause degeneration in later life.
· The body’s disease-fighting immune system weakens, making the elderly more susceptible to life-
threatening ailments. However, due to a lifetime’s accumulation of antibodies, older people less
often suffer short-term ailments.
· Aging slows our neural processing.
o Brain regions important to memory begin to atrophy.
· Physical exercise enhances muscles, bones, and energy and stimulates brain cell development.
· Alzheimer’s disease is caused by a deterioration of neurons that produce the neurotransmitter
acetylcholine.
• Menopause – the time of natural cessa-
Cognitive Changes tion of menstruation; also refers to the
biological changes a woman experiences
· Early adulthood is a peak time for some types as her ability to reproduce declines.
of learning and remembering. • Crystallized intelligence – one’s accumu-
· Tests reveal that recognition memory is better lated knowledge and verbal skills; tends
for older adults early rather than late in the to increase with age.
day. • Fluid intelligence – one’s ability to reason
· Right through our later years, we continue to speedily and abstractly; tends to decrease
diverge. during late adulthood.
Aging and Intelligence
- Cross-Sectional Evidence for Intellectual Decline

o Cross-sectional study – a study in which people of different ages are compared with one
another.
o When giving intelligence tests to representative samples of people, researchers consistently
find that older adults give fewer correct answers than do younger adults.
o Problem: it compares people not only of two different ages but of two different era. It
compares generally less-educated people with better-educated people, people raised in
large families with people raised in smaller families.
34
- Longitudinal Evidence for Intellectual Stability

o Longitudinal study – research in which the same people are restudied and retested over a
long period.
o Tests revealed that intelligence remained stable. On some tests, it even increased.
o Problem: those who survive to the end of the longitudinal studies may be bright, healthy
people whose intelligence is least likely to decline.
• Social clock – the culturally pre-

ferred timing of social events such
Social Changes as marriage, parenthood, and retire-
ment.
Adulthood’s Ages and Stages
· The social clock varies from culture to culture and era to era.
· Life events are more important than one’s chronological age.
· Even chance events can have lasting significance because they often deflect us down one road
rather than another.
Adulthood’s Commitments
· Freud defined the healthy adult as one who is able to love and work. Erikson agreed, observing
that the adult struggles to attain intimacy and competence.
· Two basic aspects of our lives dominate adulthood:
1. Love
2. Work
Review Questions
• What is crystallized intelligence?

• What is fluid intelligence?
35

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Introductory Psychology - Part One

You’ll see some graphic icons in this eBook.

Just a few more things:

Infancy and Childhood........................................................... 26

• S ince the 1960s, psychology has recaptured its initial interest

• Psychology = science of behavior and mental processes.

• Behavior is anything an organism does .

1. To describe - to observe and measure, behavior and mental processes.

2. To explain - t o formulate a theory, which is a coherent group of assumptions and proposi-

3. To predict behavior and mental processes.

4. To apply knowledge to promote human welfare.

What were they thinking?

• Gottfried Leibniz: knowledge is innate and not dependent on sense experience.

• Descartes: some ideas are innate.

Subfield What is it about?

• Our everyday thinking is limited not only by our after-the-fact common

Observation and Description

• Ethology: the study of the

· A research method in which an investigator manipulates one or more factors (independent

• When changes in one

· Three measures of central tendency: mode, mean, median.

• Mode – the most frequently occurring score in a

1. What are the 4 main goals of psychology?

· Each neuron consists of a cell body (soma) and its branch-

• Neuron – a nerve cell; the basic building block

1. What is the action potential?

The Nervous System

The Central Nervous System

1. Which peripheral nervous system control the movements of our

The Hormonal System

• Hormones – chemical messengers,

1. What are hormones?

The Cerebral Cortex

Each brain hemisphere is divided into 4 regions or lobes:

1. The Frontal Lobes • Glial cells – cells in the nervous

3. The Occipital Lobes

4. The Temporal Lobes

Did you know?

Aphasia is the impairment of language, usually caused by left-hemisphere damage

1. Which part of the brainstem controls hearbeat and breathing?

Genetic influences on Behaviour

· Temperament – a person’s characteristic emotional reactivity and intensity.

1. What is natural selection?

Environmental Influences on Behaviour

Experience and Brain Development

· Experience helps develop the brain’s neural connections.

The brain’s development does not end with childhood.

Culture • Culture – the enduring behaviours, ideas, attitudes, and traditions

· Although biologically influenced, gender is also social-

Other research findings:

• Robert Plomin and Denise Daniels – two children

1. What are the 5 aspects of environment that influence personality?

Prenatal Development and the Newborn

Conception and Prenatal Development

· Women are born with all the immature eggs they

Embryo 2 weeks through 8 weeks • Organs begin to form and function.

· Newborns come equipped with reflexes ideally suited for survival.

Rooting reflex – a baby’s tendency, when touched

1. What is developmental psychology?

Infancy and Childhood

· After birth, the neural networks that eventu-

· The sequence of physical development is universal.

• S ince the 1960s, psychology has recaptured its initial interest

2. To explain - t o formulate a theory, which is a coherent group of assumptions and proposi-

· A research method in which an investigator manipulates one or more factors (independent

• Mode – the most frequently occurring score in a

· Each neuron consists of a cell body (soma) and its branch-

· Temperament – a person’s characteristic emotional reactivity and intensity.

· Although biologically influenced, gender is also social-

· Women are born with all the immature eggs they

· After birth, the neural networks that eventu-

· During the early teen years, reasoning is often self-focused.

· Our physical abilities all crest by the mid-twen-